Input
- What went in
- Printed brochure and digital copy.
- Outside help
- School headteacher gave their time to hear about the programmes and discuss opportunities.
- Time
- 1 hour
Activity
Our recent team meetings highlighted a shared challenge: reaching children and young people who could benefit from the programmes at aikyam. We agreed to combine our networks and prepare a shared introduction to the offerings.
Putting this into action, we prepared a shared brochure introducing the programmes available at aikyam. Each team contributed programme descriptions, which were brought together in a brochure for the visits. We then made our first school visits together as the aikyam, Olimalar and Thudippu team, visiting two schools suggested by Shabana, drawing on her knowledge of the local community.
We spoke with headteacher about opportunities for children to participate. One school already knew Olimalar through LifSkool. At the other, youth festival preparations opened a conversation about possible dance support from Thudippu. We collected their contact numbers and shared printed and digital copies of the brochure.
When we returned to aikyam, we discussed the visits and how we could reach more children. Alongside welcoming families to aikyam, we explored finding spaces in schools and communities and training facilitators to run activities closer to where children live.
Output
- 1 Shared programme brochure
- 2 School visits completed
- 1 Follow-up discussion held
Outcome
Both schools expressed interest and agreed to share the programme information with parents and get back to us. One raised the possibility of dance support for its youth festival. The visits opened new conversations for follow-up.
(We observed it)
Learnings
Our first outreach together helped us practise introducing the programmes as a team. Initial nerves eased, and we explained the offerings more confidently at the second school. Listening to teachers helped us connect the programmes with their interests.
With limited space at aikyam, reaching more children also means considering where activities happen and who can facilitate them. We will explore school and community venues, facilitator training and follow-up with the schools.
